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Dreyfus model of skill acquisition. 6
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... stage can also be subdivided into the ability to perform and not teach (kinesthetic competence) and ability to perform and teach (theoretic competence). Competency is a key stage of anaesthetic training; however, it is only a learning mile- stone en route to becoming an expert, as shown in Figure 1. 6 ...
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... The work is already underway to incorporate virtual reality (VR) systems and artificial intelligence for simulation drills and critical incident training exercises in anesthesia and critical care, in which the e-delegate would do role playing in an artificially enhanced, clinically enriched, real life simulated scenarios, making the experience an invaluable one for its participants. [7][8][9] The time might be closer than we think, when we will have courses like BLS, ALS, ATLS and EPALS being taught online and the delegates being assessed via VR-AI simulation. Similarly, exam OSCE's will be held as VR-AI scenarios and candidates will be marked according to their actual clinical performance rather than their memory skills and oratory, eliminating the inherent bias with the traditional system. ...
Ischemia-reperfusion injury is a complex, which causes cell damage. In this study, we aimed to investigate the protective effects of dexmedetomidine on lung in the renal IR model in diabetic rats. The concept of tele-education has been present in the background for many years. From the idea of making use of your idle time by distant learning through television to use of simulated courses to enhance your clinical skills and judgements, tele-education has stood the test of time by constantly evolving according to the needs of modern era.
... The use of simulations is a promising field, yet their integration in existing curricula is challenging (Kirkpatrick & Mackinnon, 2012;McGaghie, Issenberg, Petrousa & Scalese, 2016). Their use of procedures and tools in repetition over time in order to help explain complex and high risk processes that imitate real life requires careful consideration in terms of educational design. ...
This study proposes a model that explicates how technological innovation reshapes educational theory rather than focusing on its novelty as a means to engage the learner in the process. The focus of interest is the learning process that essentially involves applying and refining professional knowledge and skills in problem context. As such, the shift goes beyond the deterministic view that emphasises on technological innovations which often arises at the expense of the theoretical underpinnings that guide their use in the learning process. Within the broad range of available TEL innovations, this paper focuses on simulations because they offer unique approaches to learning due to their ability to allow training based on trial and error, repetition of planned activities and reflection upon action. The aims of the study are: a)to provide an innovative educational design model for teaching in higher education, drawing from a learning intervention on medical and health care professionals and b)to illuminate TEL activities organised as part of and in the context of simulations for effective learning. Understandings gained from the study provide a roadmap on the design of TEL that includes the integration of simulation-based learning activities in knowledge and skills-based education. Theory entailed in our proposed model serves as a vehicle for reflection and critical thinking for the development of meaningful and practice oriented TEL activities in higher education settings.
... The use of simulations is a promising field, yet their integration in existing curricula is challenging (Kirkpatrick & Mackinnon, 2012;McGaghie, Issenberg, Petrousa & Scalese, 2016). Their use of procedures and tools in repetition over time in order to help explain complex and high risk processes that imitate real life requires careful consideration in terms of educational design. ...
Objetivo: Investigar na literatura como a metacognição tem sido explorada pelos estudos nacionais e internacionais em simulação clínica. Métodos: Trata-se de uma revisão integrativa de literatura de caráter qualitativo, seguindo a estruturação da norma PRISMA. Definiu-se a combinação mnemônica PCC (P: Population - Produção Científicas; C: Concept - Metacognição; C: Context - Simulação Clínica). Como questão norteadora: Como a metacognição tem sido explorada pelos estudos nacionais e internacionais de simulação clínica? Resultados: Encontrados 143 artigos que após a leitura de títulos, resumos e texto completo obteve-se a amostra final de 19 artigos.A partir desses emergiram as seguintes categorias: a) Processos metacognitivos presentes em simulação clínica, b) Debriefing como instrumento metacognitivo e c) Referências indiretas à metacognição por meio de teorias e processos cognitivos e seus elos com a simulação. Considerações finais: A metacognição é explorada dentro da simulação clínica na apresentação de como se dá a aplicação de conhecimentos, habilidades e experiências metacognitivas nesse campo, propondo teorias e métodos que ajudem o aluno a atingi-la e colocando o momento do debriefing como um potencial instrumento para a ativação da metacognição.
Robot devices may be good candidates for neuromotor rehabilitation of people with Multiple Sclerosis, especially for treating upper extremities function limitations (76% of MS patients). The PABLO®-Tyromotion is a sensor-based device characterized by interactive therapy games with audio-visual feedback. The aim of this study was to evaluate the effects of robotic-trained motor rehabilitation as a support of the conventional neurorehabilitation, on increasing upper limbs functions of MS patients. An experimental group that performed the PABLO-Tyromotion training and a control group that performed conventional rehabilitation were compared. PABLO-Tyromotion training consisted of 40 min twelve sessions of upper limb training, three times a week, in addition to the conventional therapy. All patients were evaluated before treatment (T0) and after 4 weeks of training (T1). The results showed substantial improvements in the experimental group, compared to the control group, especially regarding muscular recruitment (such as shoulder and elbow flex-extension, forearm pronation and supination, thumb and little-finger op-position) and handgrips strength (such as thumb-index grip, thumb-middle finger grip, tridigital grip). These results underline the effectiveness of robot-assisted treatment in upper limb’s recovery in patients with MS.
Ultrasound use can improve innovative procedures in locoregional anaesthesia, like myofascial block, increasing the success rate, reducing the risk of complications, with better management of post-operative pain. Locoregional anaesthesia can be considered a useful alternative to general anaesthesia in high-risk patients. Despite being an integral component of anaesthesia practice and being recognized as a milestone in specific training domain, ultrasound training is still not a component of many accredited anaesthesia residency programs. In the context of TEL, many opportunities exist. For instance, the Royal College of Anesthesia and e-Learning for Healthcare has recently produced the E-learning anaesthesia, i.e., a joint initiative containing more than 750 curriculum-based topics, catalogued by subject, in addition to other useful learning resources. In the paper, we investigated the change of implementation on innovative locoregional anaesthesia, after an ultrasound training in locoregional anaesthesia that includes the use of a high-fidelity simulator. At the end of the course, the TEL support to the training, i.e., the mannequin simulation, was rated among the most important teaching methods.
The theoretical part of the book shows that learning in CyberParks takes the form of technology-enhanced outdoor learning and is an element of smart learning, i.e. the latest concept of ICT-supported learning. Learning in CyberParks can also become an element of smart education – a concept of formal learning in the smart city. Learning in CyberParks is supposed to provide students with contact with nature and stimulate them to be physically active. It is thus a type of a dual-task. Studies in cognitive neuroscience suggest that this type of cognitive-motor interference can expose students to a motor danger and weaken their cognitive capabilities. If this was the case, the idea of learning in CyberParks would need to be modified. In order to solve this, two experiments with the use of mobile EEG were carried out. The empirical part of the book indeed shows that during dual-tasks in CyberParks students are less focused and more stressed, and the dynamics of attention and meditation ceases to reflect the dynamics of the cognitive task. Thus, before CyberParks become learning spaces, the idea of CyberParks has to be modified. The cognitive activity intended in CyberParks should be separated from physical activity. When learning in CyberParks, one should be sitting and using applications that do not require movement. Staying close to nature improves the functioning of the brain, therefore such learning is more effective than that carried out indoors. It is also more healthy. When designing CyberParks, one thus has to think not only about the technological infrastructure, but also about making spots for using ICT while sitting available. In this approach, learning in CyberParks becomes an important concept that can be used in practice in order to provide an answer to numerous problems of contemporary educational institutions, related to students’ lack of contact with nature and consolidation of their sedentary lifestyle.
